Outdoor school ground lessons produce significantly higher post-test science process skills than conventional classroom teaching in Year Five students¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Year Five students taught through outdoor school ground lessons scored significantly higher on a post-test of science process skills than students taught by conventional methods (t(117) = 4.241, p < .001). → Kan Lin Ting & Nyet Moi Siew 2014

Evidence¶

Kan Lin Ting & Nyet Moi Siew 2014¶

Kan Lin Ting & Nyet Moi Siew. (2014). Effects of Outdoor School Ground Lessons on Students' Science Process Skills and Scientific Curiosity. Journal of Education and Learning, 3(4). https://doi.org/10.5539/jel.v3n4p96

q3 · i? · causal · r2

Quasi-experimental pre-test-post-test control group study with 119 Year Five students in intact classes (eco-hunt n = 63, control n = 56). Independent-samples t-test on post-test SPS scores: "t(117) = 4.241, p < .001". Pre-test means did not differ (p = .510).

"the significant value of p < .001 was smaller than significance level of 0.05, thus there was a significant difference in post-test mean scores between “eco-hunt” group and control group (t(117) = 4.241, p < .001) in science process skills"

Discussion¶

Related Claims¶

• Outdoor school ground lessons produce significantly higher post-test scientific curiosity than conventional teaching, while the control group's curiosity declined — related
• The control group showed no significant pre-test to post-test difference under conventional teaching — related
• Within the eco-hunt group, all six science process skill dimensions improved significantly, with classifying improving most (39.3%) and predicting least (9.2%) — a narrower finding that bears on this claim